Inclusive Education in Ho Ghana Is It A Reality or Mirage to Persons Living with Autism Spectrum Disorders?
- September 15, 2020
- Posted by: RSIS
- Categories: IJRISS, Social Science
International Journal of Research and Innovation in Social Science (IJRISS) | Volume IV, Issue VIII, August 2020 | ISSN 2454–6186
Samuel Senyo Dogoe1, Eunice Awoenam Dogoe2, Christina Christodoulou3
1(Postgraduate degree in Autism: SpED), University of Birmingham- Past Student (England UK)
2(MPhil: SpED), St. Teresa’s College of Education-Tutor, Ghana
3(MEd: Inclusion and Special Educational Needs), Past Student University of Birmingham England UK
Abstract: As Ghana ratifies the inclusive educational policy, persons living with Autism Spectrum Disorders (ASD) still struggle to have place in the formal educational mainstream setting in Ho, Ghana part of one of the regions in the country-Ghana
The Ghanaian Inclusive Education (IE) Policy document also talks about Universal Design for Learning (UDL). This seeks to promote conducive school environment that promotes quality education for all learners, in an inclusive educational settings. For the purpose of this write –up, Inclusive education is making education accessible to all learners by adapting the school curriculum to meet differing needs of all learners no matter their origin, creed sex, and disability and ethnic background. Also making the school environment and infracture friendly to support teaching and learning of all learners.
This research is a case study which is used to find out how meaningful persons or children living with autism spectrum disorders (ASD) are included in inclusive schools in Ho, Ghana. The researchers also seek to find out the knowledge base of teachers or facilitators about ASD who facilitates teaching and learning in their various schools in Ho Ghana.
Inclusive Education IE policy document of Ghana was looked at, documents, books and articles related to this topic were reviewed as well.
Pseudonym will be used to represent real name- because of ethical issues regarding writing of research papers. The story of the boy- Ris is contrary to the IE policy as he struggles to find a school that supports his educational needs. This story of Ris has become so pivotal to this research and forms part of the case study for this write up.
The work is organized under various themes and explained under these thematic areas. Tables are used to show respondents and the various categories under which they fall. The responses of the respondents were also analyzed according to the various responses given and analyzed according to the understanding of the researchers.
Keywords: (IE) Inclusive Education, (SEN) Special Educational Needs, (ASD) Autism Spectrum Disorders, (CFS) Child Friendly Schools, (MOE) Ministry of Education Pseudonym (Not real name), (UDL) Universal Design for Learning
